Centre for Urban Education

Space Shapes Learning

Copenhagen Study Visit 17th-21st March 2010
Index

About the Centre for Urban Education

Introduction to the Space Shapes Learning study visit

Part 1 – The Itinerary

School Design Assessment Checklist

Programme details:
Visit 1 - Ordrup School
Visit 2 – Designlab, IT University &
Tryoutlabs, Copenhagen University
Visit 3 - Ørestad Gymnasium
Visit 4 - Hellerup School
Visit 5 - Danish Architecture Centre
Visit 6 - Louisiana Museum of Modern Art

Part 2 - Useful Resources

1: Case Studies - UK
2: Case Studies - World
3: Reading List - PDF
4: Web Lists - UK
5: Web Lists - World

Part 3 - Findings and Learning Outcomes

Action Plan

2
About the Centre for
Urban Education:
The Centre for Urban Education is a pioneering
Centre within the Institute of Education at
Manchester Metropolitan University. We are
committed to improving the aspirations,
educational opportunities and attainments of all
children, young people and families.

We work with children, young people and their

families, and the professionals concerned with
their education and care, in urban contexts, in
Greater Manchester, the North West of England,
the rest of the UK and internationally.

We bring together research, policy and practice to

have a direct impact on all those working with
children and young people in urban settings.

Urban environments are rich in historical, cultural,

creative and community diversity. The Centre
draws upon the value of these assets to make
partnerships and connections so that its
programmes transform the lives of individuals and
release the capital of our communities.

Our Vision is to become a leading international

centre for learning and development in urban
environments.

We do this through developing programmes and

activity that:

o Develop professionals and leaders to support the

creativity and success of urban learners

o Foster and develop inter-professional working

o Support change and innovation in schools and

communities

o Network and disseminate practice regionally,

nationally and internationally

o Link research and practice to provide evidence

of what works.

3
Introduction
About the Space Shapes Learning
Study Visit:
This study visit is a unique opportunity
for Heads, teachers, creative
practitioners , and educators to learn
together through a guided exploration of
schools, public buildings and spaces in
Copenhagen.
The aim of the study visit is to
investigate how innovative design and
use of learning environments can impact
on the learner, and enable creative
delivery of the curriculum.
Danish schools, museums and galleries
have an established reputation for
excellence and innovation in the design
of their learning environments. During
this 4 day, 3 night guided study visit
participants will visit museums, galleries
and schools and participate in
discussions with artists and architects,
to find out what makes a learning space
creative, reflective, flexible, personalised
and innovative; and what factors need to
be considered to teach successfully in
these spaces.
We hope that participants will be
informed and inspired by visits to
schools, museums and galleries, other
public buildings and innovative spaces.
We will be guided by the teachers and
architects who have created and work in
new schools in Copenhagen, and have
a chance to discuss with them the
challenges and opportunities of
designing new learning spaces for the
21st Century.
Throughout the visit, participants will be
facilitated to explore their own area of
enquiry and will keep a learning journal;
a final workshop back in Manchester will
consider how participants can apply
what they have learnt in school.
There will be time for group reflection,
discussion, and action planning, so that
participants can take new ideas and
approaches back to their schools and to
apply this to the transformation of their
own school learning environments.
The visit has been designed and will be
facilitated by CUE Creative Director
Nancy Barrett, architect Ian Banks, and
artist Noah Rose.
How to Use this Learning Journal:
This Learning Journal has been
designed to provide you with some initial
briefing before our main visits to
schools, galleries and exhibitions; and to
assist you to gather your thoughts and
note points of interest at each visit,
enabling you to reflect on your own
learning outcome sand begin to develop
an action plan for future work.
Its is divided into 3 parts:
In Part 1 you will find a briefing for each
visit along with pages to make your own
notes.
In part 2 you will find some u s e f u l
resources- including Reading Lists,
CABES’ Schools Design Assessment
Toolkit, websites and case studies.
In part 3 you will find pages to prepare
your findings from the visit, which we
encourage you to share with colleagues,
and pointers towards developing an
action plan.
4
The Itinerary
Contents:
School Design Assessment Check-List

Programme details:

Day 1 - 18 March 2010

Visit 1 - Ordrup School (am)

Visit 2 – Designlab, IT University & Tryout labs,
Copenhagen University Amager (am)
Visit 3 - Ørestad Gymnasium (pm)

Day 2 - 19 March 2010

Visit 4 - Hellerup School (pm)

Visit 5 - Mind Your Behaviour Exhibition (pm)

Day 3 - 20th March 2010

Visit 6 - Louisiana Museum of Modern Art (am)

5
School Design Assessment Check-List

Successful School Design: Questions to Ask

Linking loosely to the UK Commission for Architecture & the Built Environment's (CABE)
key Assessment Criteria for schools, it is suggested that this plan can also be used here
in helping participants list their responses to their own individual design assessment.
The assessment criteria (listed below) are adapted from the CABE document
Successful School Design: Questions to Ask:

http://www.cabe.org.uk/publications/successful-school-design

The 10 suggested criteria headings for our check-list (although please feel free to also
add your own) are:

1.0 Identity & Context

o Does the design match with building ethos & identity?

o Does it have a strong relationship with its neighbourhood?
o Does it exemplify desired civic character & educational image?
o Does it provide an enhanced sense of place?

2.0 Site & Buildings

o Does it have a well arranged site & buildings?

o Are there strong and clear design concepts?
o Is the building inspiring and seen as good architecture?
o Do materials and construction add to this quality?

3.0 External Spaces

o Is there a clear relationship between grounds and building?

o Are there a range of outdoor social, education and/or play spaces?
o Has provision been made for learning and a wide range of physical activity
outdoors?

4.0 Internal Planning

o Is the educational philosophy accommodated in internal spaces?

o Does it have a clear spatial plan and broad range of spaces being utilised?
o Are movement routes fully accessible and with clear hierarchy?

6
5.0 Use

o Do the interiors provide variety and 'delight'?

o Will learning spaces and furniture inspire educationally?
o Will the building and acoustics work well in full use?

6.0 Environment

o Have space sizes and orientation been well considered throughout?

o Are spaces well ventilated and well lit naturally?
o Are environmental conditions both good and environmentally sustainable?

7.0 Feeling Safe

o Is any security strategy balanced with openness?

o Has the building interior being designed to optimise users feeling safe and
comfortable?

8.0 Long Life Loose Fit

o Does the design provide day-to-day flexibility?

o Can the building accommodate different plans or pedagogies over longer term?
o Can the design accommodate future building adaptations and extensions?
o Does the furniture and equipment help facilitate a broad range of options?

9.0 Successful Whole

o Is the whole design 'appropriate' and add up to more than a sum of its parts?
o Will it be a pleasure to work, eat, learn, play, teach and socialise in this building?
o Is this building a cherished part of its locality?
o Do you think it meets the aspirations of the client & community, as well as delivering
educational transformation?

10.0 Other

o Any other issues to do with inclusive design approach, pedagogy or otherwise, that
you feel is not addressed in the above check list

7
Visit 1: Ordrup Design Objectives
Ordrup School was developed as part of
School interior by the Gentofte Municipality SKUB
programme which is transforming 12
Bosch & Fjord schools with a more child-centred
teaching and focus on individuals.
Thurs 18 March: 10.30-12.00 Creative Approach
Bosch and Fjord, temporarily moved into
Where: Ordrup School
the school during the design process
Guides: Jakob Kolding, Head of
with the intention of challenging staff
Pedagogy at Ordrup & Bodil Hovaldt
and students’ use of the spaces within
Bøjer of Bosch & Fjord.
the school. Further to this, they gave
students an insight into staff perception
“Already built but disliked by staff and
of the school environment, and vice
pupils, the school’s remodelling at first
versa, by giving different groups
seemed an impossible task because of
coloured post-it notes to put in their
the general dissatisfaction. But success
favourites places.
came once staff, who were initially
hostile to the idea of yet more
Design Outcome
interruptions, learned to trust their ideas
The design at Ordrup is based around
and to listen to students."
three concepts linking back to the SKUB
model:
“Our design brief was to produce a
range of furniture and areas that would
Peace and absorption - A desire to
change the learning spaces and make
withdraw through upholstered ‘reading
everyone happy again,” says Rosan
tubes' or concentration booths.
Bosch. “Because staff initially refused to
enter into any dialogue with our team we
Discussion and cooperation - Carpet
decided to set up an office in a room in
'islands' for several children to sit on are
the school and worked hard for six
hung on the walls and can put on the
weeks to win them over.”
floor as temporary places for group
gathering. Older children use sunken
"What we did was mend the gap
‘hot pots’ for concentrated work.
between the architecture and the
teaching practice, and we used design
Security and presence - Individual
and the design process to help the
‘team areas’ that divide the school are
school transform ways of teaching and
given distinct identity based on
learning into a more personalised
comments made by the staff to give a
approach. Furthermore, we helped them
sense of belonging.
to use space and design as an active
part of their teaching practice".
Ordrup Skole
Information Source: Transforming
Grønnevænge 16
Learning Places BSF and PCP
2920 Charlottenlund
Leadership Online.
Tel: +45 3998 5959
ordrup.skole@gentofte.dk
http://future.ncsl.org.uk/News.aspx?ID=
http://www.ordrupskole.dk
13

8
Ordrup Briefing

Ordrup School Images:

Photo credit: Anders Sune Berg
http://www.bosch-fjord.com
& Noah Rose

9
Ordrup Check-List
Please now use as reference the suggested assessment check-list set out earlier to
prepare your own analysis of Ordrup School, bearing in mind the supplied briefing
sheets listed earlier. It is also suggested you may wish to further revise this assessment
following the presentation by Rosan Bosch of Ordrup interior artists Bosch & Fjord. The
suggested assessment criteria we ask you to respond to briefly are:

Identity & Context - building ethos & identity / relationship with neighbourhood / civic
character / sense of place

Site & Buildings - well arranged site & buildings / coherent design / inspiring & good
architecture / materials & construction add to quality

External Spaces - relationship of grounds to building / outdoor space for learning &
activity

Internal Planning - Good educational spaces & spatial plan / good movement routes
and hierarchy

Use - variety and 'delight' / good learning spaces & furniture / building & acoustics work
well

10
Environment - space sizes and orientation good / ventilated and lit naturally / good &
sustainable environmental conditions

Feeling Safe - security balanced with openness / passive surveillance / safe and
comfortable for users

Long Life Loose Fit - day-to-day flexibility / different plans or pedagogies over time /
accommodate future building adaptations / furniture and equipment facilitate range of
options

Successful Whole - 'appropriate' and adds up to more than a sum of its parts /
pleasure to work, eat, learn, play, teach and socialise in this building / cherished as part
of its locality / meets aspirations and delivers educational transformation

Other - Any other issues to do with inclusive design approach, pedagogy or otherwise,
that you feel is not addressed in the above check list

11
Visit 2: Designlab,
& Tryoutlabs,
(IT University &
Copenhagen University)
by Bosch & Fjord
Thurs 18 March: 12.00-14.30
Where: DesignLab, IT University &
Tryout labs, Copenhagen University
Guide: Bodil Hovaldt Bøjer ,
Communications Manager, Bosch &
Fjord
With DesignLab Bosch & Fjord has
raised the bar for future classroom
designs. A wealth of educational
possibilities, workshops and inspiration
sites has been fitted into a mere 151
square metres.
DesignLab is an innovative and modern
classroom at the IT University of
Copenhagen that provides an
optimum setting and excellent facilities
for course in digital design. By using the
full height of the room Bosch & Fjord
has defied the limitations of the 151 sq
M floor space and created a highly
flexible classroom that can
accommodate a wide variety of
educational activities.
There is room for small and large group
sessions, large plenary sessions,
workshop activities with paper, models,
electronics and IT, and a studio for
documenting, staging and presenting
the studentsʼ work. And all these
activities can take place at the same
time. While one group of students is
engaged in a discussion at a big table, a
teacher can give a presentation
with a screen projector to another group
of students, and all the while a third
group can be building models,
while a few individual students are
soldering electronics.
In the middle of the room, a large, green
staircase provides a link to the
mezzanine and seating space for
lectures. Under the steps there is
storage space available to all the
students. The mezzanine also houses a
revolutionising inspiration library that is
light years ahead of standard
educational libraries. Specially designed
display cases hold literature mixed with
magazines, objects and materials, all
tagged with codes that link them to one
another and to the internet. Students
can use a tag reader to access
information about the object, literature or
material on display and be guided on to
related objects, stories and news.
The glass window toward the
universityʼs large central atrium has a
built-in exhibition function with the
unique display case system, which
opens up the room and highlights the
many options available at the
IT University to daily users as well as
occasional visitors. This is a display
window that is both visible and
tangible. With the DesignLab the IT
University now has a multi-purpose
room that creates a unique base for
the department, and which also acts as
a powerful icon for the IT University as
an innovative and modern educational
institution.
Information Source: www.bosch-
fjord.com
12
Designlab &
Tryoutlabs
Briefing

Designlab images:
Photo credit: Anders Sune Berg
http://www.bosch-fjord.com

Note: Tryoutlabs are a new (February

2010) project by Bosch & Fjord. A
reworking of some of the Designlab
principles, this time for the more
established Copenhagen University in
their Amager campus.

As the project is so new we don’t have

any photos to include in the learning
journal.

13
Designlab/ Tryoutlabs Check-List
Please now use as reference the suggested assessment check-list set out earlier to
prepare your own analysis of Designlab and Tryoutlabs bearing in mind the supplied
briefing sheets listed earlier. It is also suggested you may wish to further revise this
assessment following the presentation by Bodil Hovaldt Bøjer of interior architects
Bosch & Fjord. The suggested assessment criteria we ask you to respond to briefly are:

Identity & Context - building ethos & identity / relationship with neighbourhood / civic
character / sense of place

Site & Buildings - well arranged site & buildings / coherent design / inspiring & good
architecture / materials & construction add to quality

External Spaces - relationship of grounds to building / outdoor space for learning &
activity

Internal Planning - Good educational spaces & spatial plan / good movement routes
and hierarchy

Use - variety and 'delight' / good learning spaces & furniture / building & acoustics work
well

14
Environment - space sizes and orientation good / ventilated and lit naturally / good &
sustainable environmental conditions

Feeling Safe - security balanced with openness / passive surveillance / safe and
comfortable for users

Long Life Loose Fit - day-to-day flexibility / different plans or pedagogies over time /
accommodate future building adaptations / furniture and equipment facilitate range of
options

Successful Whole - 'appropriate' and adds up to more than a sum of its parts /
pleasure to work, eat, learn, play, teach and socialise in this building / cherished as part
of its locality / meets aspirations and delivers educational transformation

Other - Any other issues to do with inclusive design approach, pedagogy or otherwise,
that you feel is not addressed in the above check list

15
Visit 3: Ørestad
Gymnasium by
3XN
Thurs 18 March: 15.00-18.00
Where: 3XN Offices (15.00) & Ørestad
(16.30)
Guides: Kim H Nielsen, 3XN Architects
& Vibeke B Groth, Head of Education at
Ørestad

“Inspired by the institution’s innovative

pedagogy and a creative approach to
integrating IT, this design for a school in
a new town on the outskirts of
Copenhagen provides a range of inviting
and flexible learning environments".
“The structure of the building uses three
huge columns as the primary load-
bearing mechanism. This allows for
great flexibility in the use of the floor
space".
“As part of a ‘new town’ development,
the school is important as a landmark,
and hosts social and cultural activities
for the local communities.".
“The school operates without traditional
classrooms, instead encouraging
students to work both individually and in
groups in the various informal work and
study areas ..... Creative use of media
and communications technology is part
of the school’s pedagogy, and its focus
on local and global connectedness
through technology has led to the local
nickname of the virtual school."
Information Source: Imagine School
Design
http://www.imagineschooldesign.org
Design Objectives
The spatial organisation of the building
is dictated by the pedagogy and
curriculum of the school.
Creative Approach
Wedge-shaped voids in the three upper
floor plates are positioned at slight
rotations to one another, encouraging
visual links and better connections
between the different floors and creating
double and triple height spaces..
Design Outcome
Four floors house four study zones, with
each containing a mixture of different
sizes and types of learning spaces, fully
or semi-enclosed from the open-plan
circulation spaces. Furniture ranges
from desks and chairs or stools to sofas
and large beanbags, allowing flexibility.
Ørestad Gymnasium
Ørestads Boulevard 75
2300 København S
Tel +45 8230 2222
mail@oerestadgym.dk
http://www.oerestadgym.dk

16
Ørestad Briefing

Ørestad Gymnasium Images:

Photo-share credit: http://www.flickr.com
& Noah Rose

17
Ørestad Check-List
Please now use as reference the suggested assessment check-list set out earlier to
prepare your own analysis of Ørestad Gymnasium, bearing in mind the supplied briefing
sheets listed earlier. It is also suggested you may wish to complete this assessment
whilst also considering the earlier presentation made by Principle Architect Kim H
Nielsen of Ørestad architects 3XN The suggested assessment criteria we ask you to
respond to briefly are:

Identity & Context - building ethos & identity / relationship with neighbourhood / civic
character / sense of place

Site & Buildings - well arranged site & buildings / coherent design / inspiring & good
architecture / materials & construction add to quality

External Spaces - relationship of grounds to building / outdoor space for learning &
activity

Internal Planning - Good educational spaces & spatial plan / good movement routes
and hierarchy

Use - variety and 'delight' / good learning spaces & furniture / building & acoustics work
well

18
Environment - space sizes and orientation good / ventilated and lit naturally / good &
sustainable environmental conditions

Feeling Safe - security balanced with openness / passive surveillance / safe and
comfortable for users

Long Life Loose Fit - day-to-day flexibility / different plans or pedagogies over time /
accommodate future building adaptations / furniture and equipment facilitate range of
options

Successful Whole - 'appropriate' and adds up to more than a sum of its parts /
pleasure to work, eat, learn, play, teach and socialise in this building / cherished as part
of its locality / meets aspirations and delivers educational transformation

Other - Any other issues to do with inclusive design approach, pedagogy or otherwise,
that you feel is not addressed in the above check list

19
Visit 4: Hellerup
School by
Arkitema
Fri 19 March: 13.30 to 15.00
Where: Hellerup School
Guides: Helle K Petersen, Senior
Teacher at Hellerup & Ulrik Dybro,
Project Architect at Arkitema
"The traditional school structure with
permanent home rooms was replaced
by so-called ‘home areas’ consisting of
a mixture of large and small spaces with
hexagonal bases where children
are briefed together before finding a
place they are comfortable to work in".
"The school yard is located along the
building’s west and south facades.
There are mounds in the landscape in
bright colours, a pool with stepping
stones, a bicycle and moon car track,
basketball court, amphitheatre, sand
boxes and aerial ropeway ".
Innovative solutions to specific areas
" There are several special study areas:
the ‘Kuturium’ with room and facilities for
creative, practical and musical
developments, the ‘Forum’ for sports
and large events; the ‘Kulinarium’ for
teaching home economics; the
‘Universe’, an information and work
place for grown-ups and children, with
books and computer equipment; and the
‘Naturium’ housing natural sciences and
a maritime centre".
Information Source: Imagine School
Design
http://www.imagineschooldesign.org
Design Objective
The school is the largest single project
in the extensive modernization of the
Gentofte municipal school system. It not
only provides new school facilities for up
to 750 pupils and 65 teachers &
assistants, but has a substantial role in
regenerating a post-industrial area.
Creative Approach
The building programme was
developed through a close collaboration
between consultants and participants in
the school development project, as well
as the many other interested parties;
pupils, parents, teachers, the school
board and the municipal council..
Design Outcomes
The resultant school is very spacious
and provides in total about nine square
metres of space per child.
Hellerup Skole
Dessaus Boulevard 10
2900 Hellerup
Tel. +45 39154040
hellerup.skole@gentofte.dk
http://www.hellerupskole.dk
20
Hellerup Briefing

Hellerup School Images:

Photo credit http://www.arkitema.com

21
Hellerup Check-List
Please now use as reference the suggested assessment check-list set out earlier to
prepare your own analysis of Hellerup School, bearing in mind the supplied briefing
sheets listed earlier. It is also suggested you may wish to complete this assessment
whilst also considering any presentations made on the school tour by Project Architect
Ulrik Dybro of Hellerup architects Arkitema. The suggested assessment criteria we ask
you to respond to briefly are:

Identity & Context - building ethos & identity / relationship with neighbourhood / civic
character / sense of place

Site & Buildings - well arranged site & buildings / coherent design / inspiring & good
architecture / materials & construction add to quality

External Spaces - relationship of grounds to building / outdoor space for learning &
activity

Internal Planning - Good educational spaces & spatial plan / good movement routes
and hierarchy

Use - variety and 'delight' / good learning spaces & furniture / building & acoustics work
well

22
Environment - space sizes and orientation good / ventilated and lit naturally / good &
sustainable environmental conditions

Feeling Safe - security balanced with openness / passive surveillance / safe and
comfortable for users

Long Life Loose Fit - day-to-day flexibility / different plans or pedagogies over time /
accommodate future building adaptations / furniture and equipment facilitate range of
options

Successful Whole - 'appropriate' and adds up to more than a sum of its parts /
pleasure to work, eat, learn, play, teach and socialise in this building / cherished as part
of its locality / meets aspirations and delivers educational transformation

Other - Any other issues to do with inclusive design approach, pedagogy or otherwise,
that you feel is not addressed in the above check list

23
 such as: Ørestad College, the new
Visit 5 : DANISH Denmark’s Aquarium, 'The Blue Planet',
Saxo Bank's award-winning head offices
ARCHITECTURE and the Danish Embassy in Berlin."

CENTRE (DAC) -
‘MIND YOUR
BEHAVIOUR’
Fri 19 March: 16.00 to 17.00
Exhibition by 3XN Architects at the
Danish Architecture Centre (DAC)
Where: Danish Architecture Centre
(16.00)
Guides: Self Exploration

MIND YOUR BEHAVIOUR focuses on

and challenges the concept of behaviour
expressed in seven themes directly
associated with the design universe of
its architectural practice. These themes
are:
“The exhibition is based on 3XNs most
o Cultural Behaviour
recent and remarkable projects, and
o Learning Behaviour
provides an insight into the thoughts,
o Human Behaviour
visions and processes that lie behind
o Social Behaviour
3XNs architecture. 3XN has carved out
o Public Behaviour
a unique position for itself within Danish
o Building Behaviour
architecture and is a strong presence
o Responsible Behaviour
internationally – thanks to the studio’s
spectacular buildings, a firm focus on
“Architecture can get people talking
innovation and not least the important
together. Architecture can calm children
position given to human behaviour."
in the classroom. Architecture can make
p a s s i v e p eo pl e more ac tive.
Information Source: Danish Architecture
Architecture can shape corporate
Centre
culture. Architecture can encourage
people to find new paths, discover new
http://www.dac.dk/myb/mybweb.html
aspects of their city – and of
themselves. In short, architecture can
Danish Architecture Centre
shape your behaviour.
Strandgade 27B
MIND YOUR BEHAVIOUR invites you
DK 1401 Copenhagen K
to step in behind the scenes at one of
T: + 45 3257 1930
the largest and most successful
http://english.dac.dk
architectural companies in Denmark,
3XN, known for prestigious projects

24
DAC Briefing

DACImages:
Photo-share credit: http://www.flickr.com
& Noah Rose

25
DAC: ‘Mind Your Behaviour’
In his DAC exhibition MIND YOUR BEHAVIOUR, Kim H Nielsen, Principal Architect at
3XN invites us to step behind the scenes at 3XN. As we will already know, the practice
is known for its prestigious projects like Ørestad Gymnasium.

The exhibition focuses on and challenges the concept of human behaviour as

expressed in seven themes that 3XN directly associate with the "design universe" of its
architectural practice and philosophy. These themes are ‘Cultural Behaviour’, ‘Learning
Behaviour’, ‘Human Behaviour’, ‘Social Behaviour’, ‘Public Behaviour’, ‘Building
Behaviour’, and ‘Responsible Behaviour’. They place focus on that which happens
"when architecture shapes behaviour and when architecture through its own behaviour
shapes our lives and relationships".

Therefore, as further food for thought in advance of the concluding plenary session
please think about this philosophical approach, and respond with your thoughts and
impressions:

Building Behaviour - We all want to be original and authentic. We turn up our noses at
copied goods and hope one day to invent a new wheel. What’s innovative is good,
what’s familiar is boring - Raises the question: How can we be original, yet
simultaneously adapt to the familiar?

Cultural Behaviour - The world is shrinking. Globalization means that we no longer

have one TV channel but 50; the internet gives us access to vast volumes of knowledge
and low price travel has made the whole world familiar - Raises the question: How can
we use each other’s differences to expand our world again?

Human Behaviour - Everybody remembers a first; the first day at school, the first trip to
New York, their first love. We thirst after new experiences, yet time after time we still
seem to choose the same old paths - Raises the question: What makes people choose
new paths?

26
Learning Behaviour - Most of us attended a school where we were taught to put up
our hand and to sit quietly in our seats. Today, the same classrooms need to
accommodate very different teaching methods - Raises the question: Can a building in
itself aid the education process?

Public Behaviour - Many people no longer see themselves as ‘urban dwellers’, but
instead see themselves as belonging to a particular neighborhood. Despite so many
examples in the past, many new urban developments still seem empty and soulless -
Raises the question: How do you lay out an urban environment for people?

Responsible Behaviour - The materials of the future are already available to us. They
can help us find the answers for many of the challenges that the world faces in the
future - Raises the question: Should the materials we know limit architecture, or should
we develop materials that meet our needs?

Social Behaviour - Man is born a social creature. We seem to be inspired with good
ideas and learn better in the company of others. We spend our school years studying
and absorbing knowledge with our peers - Raises the question: Should interaction
cease when working life begins

Other - Let us have any other thoughts on this theoretical philosophy?

27
Visit 6 - Louisiana
with different materials, technics or
Museum of themes - changing with the different
exhibitions".
Modern Art
Sat 20 March: 11.00 to 13.30
Louisiana Museum of Modern Art by
architects Jørgen Bo, Wilhelm Wohlert
and Claus Wohlert

Where: Louisiana Museum

Guides: Self Exploration

"Every museum naturally has its own

history and develops in its own special
way. Louisiana opened in 1958 with a
collection of modern Danish art. The
original idea was to establish an
interplay between visual art, architecture
and landscape and in so doing create
an unmistakably Danish setting and a
haven for people with a serious interest
in contemporary art".
"The park serves as an ideal setting for
displaying the museum’s collection of
modern sculptures. Similarly the
prominent museum buildings,
constructed between 1958 and 1998,
offer a fascinating background for the
permanent collection of twentieth
century art".
"The Childrens Wing offers different art
mediating activities designed for
families, childrens institutions and their
staff".
"The museum Louisiana opened the
Childrens Wing in September 1994.
From the Childrens Wing there is direct
access to the Lake Garden with an
impressive collection of allottment-
houses created by world famous
architects, landart by Alfio Bonanno and
slides from the 1978-exhibition Children
is a people".

"The activities in the Childrens Wing are Information Source: Saatchi Gallery
designed for children age 3 till 6 years http://www.saatchi-gallery.co.uk
old, 7 till 11 years old, and 12 till 16
years old. All activities in the Childrens
Wing takes their starting point in the Louisiana Museum of Modern Art
Louisiana museums exhibitions and Gl. Strandvej 13
collection of modern art. Beside a 3050 Humlebæk
Computer room and a Storytelling-room Tel: +45 49190719
the Childrens Wing also houses rooms mail@louisiana.dk
with open workshops, where children http://www/louisiana.dk
and their adults can work independently
28
Louisiana Briefing

Louisiana Museum Images:

Photo-share credit: http://www.flickr.com
& Noah Rose
29
Louisiana
You are encouraged to explore
Louisiana, and in particular to consider
the architecture, visual art, and
landscape jointlly, in terms of scale,
context, design, detail, use and
meaning. In particular, we would
encourage you to consider the following:
work viewed against the landscape, as
well as a play sculpture. The latter may
not have been the original intention,
given parameters set in written
instructions, but certainly that is how
young children interpret it!

Colour in Art
Louisiana's current COLOUR in ART
exhibition comprises 150 works by 72
different artists, and explores the close
relationship between art and colour.

Louisiana: Childrens Wing

The Children’s Wing is a three-storey

annex and ideal place to find
imaginative ways of introducing children
and young people to modern art and
encouraging them to think about it.
Spaces are varied in size and outlook,
Gleaming Lights of the Souls: Yayoi and receive direct and indirect natural
Kusama daylight and overlook the outdoor
In this exhibit visitors are invited to enter spaces. Staff management and
a small mirrored chamber, with a pool facilitation has a light touch.
of water on the floor. An aray of small
LED lights hung from the ceiling
produce endless reflections. A series of
recurring visions first came to artist
Kusama in childhood, after which she
started seeing a psychiatrist at the age
of 10. She became gripped by these
visions of dots, nets and violet flowers
covering everything she saw.

Louisiana Pavilion: 3XN

Louisiana Pavilion by 3XN architects
was designed to demonstrate cutting
edge possibilities with sustainable and
intelligent micro materials. The vibrant
green pavilion acts as both sculptural
30
Design Analysis- Louisiana
Design Analysis: Understanding Scale, Context, Detail &
Meaning
The important aspects of design are considered at different scales, gradually focusing in
from the overall environment and surrounding area to micro attention to design detail
and then ultimately the user experience - out of this comes a holistic whole. Whilst we
appreciate this is a very quick visit, please consider your immediate thoughts on the
following 4 questions.

1. How does Louisiana address the macro scale of the site

and its wider environment - for example:
• Links to its distant context of Copenhagen city
• Addresses the surrounding physical, social/community and economic context
• Acts as a visual focus or complements open spaces around it
• Provides well designed public spaces both internally and externally
• Helps give the site an identity
• Exploits views and orientation
• Relationship to Øresund and views to Sweden.

31
Design Analysis- Louisiana
2. How does Louisiana address the context of the museum's
actual building and grounds - for example:
• Provides for all required functions - cultural and practical
• Encloses space and activity
• Links its odd cluster of buildings via circulation
• Uses the natural ground levels and contours
• Brings an 'art' into its buildings to become 'architecture'
• Sets off the relationship between architecture, exhibit and visitor
• Offers options for both use and perspective
• Considers future flexibility and adaptability of spaces
• Provides an contemplative, inspiring, healthy and safe environment for the user
• Addresses sustainability during operational use and subsequent uses – for
example, through sustainable use of energy and materials, and adaptive use of
space and materials
• Is accessible to all - regardless of age or ability

32
Design Analysis- Louisiana
3. How does Louisiana address the micro detail of the
museum - for example:
• Sets off its works of art and landscaping
• Manages the quality of light and ventilation – natural and artificial
• Uses colour - either bold, natural or subtle
• Deals with finishes and materials – natural, man-made, looks, texture, durability
• Uses its fixtures & fittings, furniture and equipment – including looks and ease of
use
• Utilises technology, IT and new media
• Provides otherwise for its visitors needs by way of refreshments, consumer
goods and support facilities
• Ensures access for all

33
Design Analysis- Louisiana
4. How does Louisiana address its active use and
educational / cultural opportunity - for example:
• Subconsciously or consciously influences the user cultural experience and
learning opportunity
• Caters for families and young people
• Deals with user wayfinding and interpretation matters
• Uses its staffing and management to compliment the enjoyment of the building
• Deals with the issues of trust and security of exhibits
• Uses different spaces, relationships and perspective to engage with visitors and
nurture contemplation
• Uses other devices to support education and learning

34
Useful Resources
Contents:

1: Case Studies - UK
2: Case Studies - World
3: Reading List - PDF
4: Web Lists - UK
5: Web Lists - World

35

Case Studies: UK
Westborough School:
Westcliff, Essex by Cottrell and
Vermuelen
"The Cardboard Building,
Westborough Primary School in
Westcliff, took four years to build and is
Europe's first building made from
exclusively recycled cardboard
materials".
"The walls, roof and supporting beams
are all made from recycled cardboard
which was developed from materials the
school had collected. All the furniture
within the building is made from old
materials, which have either been
recycled or re-used. Even the garden
has been designed from sustainable
resources: old chimney pots, railway
sleepers and cockle shells from the
nearby beach".
"This programme takes a look inside
Westborough School and the
revolutionary design of the Cardboard
Building, and follows the continuing
sustainable development work in the
construction of the playground".
"The experience shows how the
development of an acclaimed work of
architecture has been used as a
teaching aid to support the children’s
learning, and how it inspires the pupils
to follow careers in design and
architecture".
Source: Teachernet Inspiration Series
http://www.teachers.tv/video/2884
http://www.cv-arch.co.uk
at
The 'Big Rug School':
DfES Exemplar School concept by
Sarah Wigglesworth Architects
"This project was part of a research
project funded by the DfES looking at
the design of new school buildings. The
brief was to design a new 2-form entry
Exemplar Primary School. The building
was to be sited on the edge of a
conurbation and suffered from noise
problems due to its proximity to an
urban trunk road".
"Sarah Wigglesworth Architects
proposed a design which was based on
the concept of the warp and weft of a
big rug. ‘The Big Rug School’ was
developed to be a richly woven textile
that integrates the pupils, staff and
community with the landscape, local
conditions and collective aspirations. It
found novel solutions to the brief,
offering flexible spaces throughout the
school for both children and adults to
engage in individually-directed learning".
Information Source:
Architects4Education
http://www.architects4education.co.uk/
36

Case Studies:
World
Ingunnarskoli School:
Reykjavik, Iceland by Bruce Jilk
Ingunnarskoli in Reykjavik is a new
school model for Iceland. This learning
environment design integrates
educational planning, programming, and
design during the decision making. It is
designed for 400 students in grades one
through ten.
The process for making decisions about
this new school was called 'Design
Down.' It started with the biggest issues,
such as the overall context, and moved
toward more detailed aspects. The
Design Down Committee, a multi-
stakeholder group of parents, teachers,
administrators, students, employers,
neighbours, and other concerned
citizens, delivers this.
Early in the design process the Learning
Signature is developed. The learning
signature focuses on what is special and
unique; it becomes the identity of the
school.
Source: Design Down Process:
Designing a School in Iceland with its
Users for PEB Exchange by Bruce Jilk
http://c2a.co.uk/downloads/resources/D
esignDownIceland.pdf
http://www.designshare.com
Discovery 1 School:
Christchurch, New Zealand by
Wynyard Design Studio
"Discovery 1 provides a great example
of a school that is truly integrated into to
its social and physical context,
inhabiting the top floor of a department
store in Christchurch’s central business
district".
"The school offers an innovative
approach to teaching and learning that
puts students' individual learning needs
at the centre and then uses locations
and facilities around the city to provide
the setting for each child’s learning
experience".
Integrated social / physical context
"One key element about the school is
using its ‘inner city’ status – making use
of city centre facilities - swimming pool,
businesses and art galleries on a day to
day basis.
Source: Information Source: Imagine
School Design
http://www.imagineschooldesign.org
http://www.discovery1.school.nz
37
Reading List - PDF
Web-Downloadable PDF Documents
UK - Schools Policy
Partnerships for Schools (PfS): Building
Schools For the Future (BsF) Standard
Documents:
http://www.partnershipsforschools.org.u
k/library/bsf_standard_docs.jsp
Department of Children, Schools &
Families (DcfS):21st Century Schools
White Paper :
http://publications.dcsf.gov.uk/eOrdering
Download/21st_Century_Schools_Sum
mary.pdf
DfES Better Buildings, Better Desgin,
Better Education:
http://publications.teachernet.gov.uk/eOr
deringDownload/10yrs%20investment.p
df
UK - School Design Quality
DfES: Schools for the Future: Exemplar
Design Compendium:
http://www.teachernet.gov.uk/_doc/61
13/Exemplar%20Designs%20compen
dium.pdf
Office for Government Commerce:
Design Quality: Achieving Excellence in
Public Procurement Guide:
http://www.ogc.gov.uk/documents/CP00
69AEGuide9.pdf
UNISON: The Governors Essential
Guide to PFI:
http://www.unison.org.uk/acrobat/12174.
pdf
UNISON: Reclaiming the Initiative:
Putting the Public Back into PFI:
http://www.unison.org.uk/acrobat/18461.
pdf
Construction Industry Council: Design
Quality Indicators Online Guide:
http://www.dqi.org.uk/dqi/Common/DQI
Online.pdf
CABE: Picturing School Design using
DQI:
http://www.cabe.org.uk/files/picturing-
school-design.pdf
CABE: How CABE's School Design
Panel Works:
http://www.cabe.org.uk/files/successful-
school-design.pdf
CABE: Successful School Design -
Questions to Ask:
http://www.cabe.org.uk/files/successful-
school-design-questions.pdf
CABE: Schools for the Future Client
Design Advisor:
http://www.cabe.org.uk/files/building-
schools-for-the-future-the-client-design-
advisor.pdf
CABE: Achieving Well Designed
Schools Through PFI:
http://www.cabe.org.uk/files/achieving-
well-designed-schools-through-pfi.pdf
CABE: Assessing Secondary School
Design Quality:
http://www.cabe.org.uk/files/assessing-
secondary-school-design-quality-
summary.pdf
Architecture Centre Network (Kent
Architecture Centre): Design Quality
Indicators for Schools Question Cards:
http://www.architecturecentre.org/docum
ents/publications/DESC_24Q_V3.pdf
Building Schools Exhibition &
Conference 2010:
http://www.itmps.co.uk/digitaleditions/bs
cecjournal2010.html
38
School Works: Creating New Schools
Guide:
http://www.school-
works.org/pdf/schoolBuildings.pdf
UK - Design Models
Big Rug School - Exemplar Primary
School Design Model:
http://www.teachernet.gov.uk/_doc/6102
/sarah%20wigglesworth%20compendiu
m.pdf
Design Share: Design Patterns for 21st
Century Schools:
http://www.designshare.com/images/Th
eLanguageofSchoolDesigneBooksumm
aryweb.pdf
Innovation Unit: Classrooms for the
Future:
http://www.innovation-
unit.co.uk/images/stories/classrooms_of
_the_future.pdf
UK - Learning Environments /
Pedagogy
Learning Environments of the Future
(Final Report for CABE / Building
Futures)
http://rubble.heppell.net/places/media/fin
al_report.pdf
Denmark - General
SKUB: The School of the Future
(Denmark)
http://create2009.europa.eu/fileadmin/C
ontent/Downloads/PDF/Projects/Nationa
l_projects/DK_SKUB_The_school_of_th
e_future.pdf
International - General
International Union of Architects:
Copenhagen Declaration; Sustainable
By Design:
http://www.uia-
architectes.org/image/PDF/COP15/COP
15_Declaration_EN.pdf
Design Down Process: Designing a
School in Iceland with its Users for PEB
Exchange
http://c2a.co.uk/downloads/resources/D
esignDownIceland.pdf
39
Web Lists: UK
List of Key Websites
UK - Schools Policy:
Department of Children, Schools &
Families Timetable for Action: Every
Child Matters:
http://www.dcsf.gov.uk/everychildmatter
s the built environment and socio-
Department of Children, Schools &
Families Timetable for Action:
http://www.dcsf.gov.uk/21stcenturyscho
olssystem
Partnerships for Schools (PfS): is
responsible for management and
delivery of the government's capital
programmes for schools:
http://www.partnershipsforschools.org.u
k clients for a design project at their
Teachernet: School Building Design,
Management & Development:
http://www.teachernet.gov.uk/managem
ent/resourcesfinanceandbuilding/school
buildings/?section=681&CFID=5200149
&CFTOKEN=e02d2f-7c8b87fd-acb1-
457d-8364-b4af9308a784
UK - Schools Best Practice Advocacy
& Advice
MMU Institute of Education: Centre for
Urban Education (CUE):
http://www.ioe.mmu.ac.uk/cue
Centre for Urban Education (CUE):
Space Shapes Learning (Copenhagen
Study Tour 2010):
http://www.cue-
copenhagen.blogspot.com
Engaging Places : A resource to support
teaching and learning through buildings
and places:
http://www.engagingplaces.org.uk/home
UNISON: PFI Guidance:
http://www.unison.org.uk/pfi
Construction Industry Council: Design
Quality Indicators for Schools Online:
http://www.dqi.org.uk/website/dqiforscho
ols/default.aspa
Building Futures: Debates the future of
economic & environmental impact over
twenty-years:
http://www.buildingfutures.org.uk
British Council for School Environments
(BCSE): UK's leading charity in
education, design and construction:
http://www.bcse.uk.net
Sorrell Foundation / Joined Up Design
for Schools: Gives pupils the role of
school:
http://www.thesorrellfoundation.com/join
edupdesignforschools.php
Transformation Trust: Independent
charity set up to give young people the
opportunities and experiences to fulfil
their potential:
http://www.transformationtrust.org.uk
Learning Through Landscapes: Helps
schools and early years settings make
the most of outdoor spaces for play and
learning:
http://www.ltl.org.uk
London Open House: Open House is an
independent organisation committed to
raising the standard of the built
environment:
http://www.londonopenhouse.org/school
design/index.html
Transforming Learning Spaces:
http://future.ncsl.org.uk
40

School Design Studio: Private sector
best practice portal linked to Fielding
Nair International:
http://schoolstudio.typepad.com
Design Share: School design best
practice portal:
http://www.designshare.com
Imagine School Design: Sheffield
University's an independent design-led
research and consultancy unit: Bureau:
Design + Research [BDR]:
http://www.imagineschooldesign.org
UK - Learning Environments /
Pedagogy
Futurelab: Not-for-profit organisation
that is dedicated to transforming
teaching and learning:
http://www.futurelab.org.uk
We Are the People: David Putnam's
Education Inspired Film:
http://www.wearethepeoplemovie.com
Teachers TV:
http://www.teachers.tv
Professor Stephen Heppell/ Ultralab:
http://rubble.heppell.net
http://www.naec.org.uk/ultralab/ww3
Web Lists: World
Denmark - General
Danish Architecture Centre:
http://english.dac.dk
3XN: Mind Your Behaviour:
http://english.dac.dk/visArtikel.uk.asp?ar
tikelID=6173
Ministry of Foreign Affairs of Denmark:
Learning from Denmark 2010:
http://www.amblondon.um.dk/en/menu/L
earningFromDenmark/LearningFromDe
nmark2010
International - General
European Year of Creativity and
Innovation 2009:
http://create2009.europa.eu
Innovative Designs: School Design
Exemplars:
http://www.innovativedesign.net/awards.
htm
Innovative School Design Parameters
for Hong Kong in 21st Century:
http://www.cuhk.edu.hk/proj/innovative-
school/home.htm
41
Findings and Learning Outcomes
Contents:

Day 3 - 20th March

Plenary Session (pm)

Action Plan

42
Findings and Learning Outcomes
Plenary Sat 20 March: 16.00
to 18.00
Where: Hotel Maritime Meeting Room
Facilitators:
Nancy Barrett / Noah Rose / Ian Banks

Part 3
Findings and Learning Outcomes:

How can the learning environment be developed to support new and innovative
forms of teaching and learning?
You might want to think about:

• How ICT Interested is integrated into the school design

• Furniture and fittings
• New ways of using additional / rearranged physical space within the school
Flexible spaces
• Immersive Learning Space,
• Outdoor space
• Specialist spaces- for example, Art or Science
• How functional space- for example, walls, corridors, storage- is designed AND
used.

What factors need to be considered to teach and facilitate learning successfully

in these spaces?
You might want to think about:

• What different types of teaching are used?

• Where students are located when they are learning- researching- working in
groups?
• How does the curriculum support the development of skills and competencies as
well as knowledge?

What are the characteristics of spaces that encourage:

• reflection & contemplation

•
• discussion
•
• creativity and imagination
•
• project or team working and collaboration

43
What learning can I take back into my own context?

What are the 3 most striking things, relevant to my own context, I can share with
colleagues:

1.

2.

3.

What ideas or innovations can I adapt or adopt into design and planning for my school?

What are the key challenges in the next:

3 months:

6 months:

12 months:

What are the key opportunities in the next:

3 months:

6 months:

12 months:

44
Next Steps: Actions for transforming the learning environment.

In setting out your next steps it may be useful to think about some of the following
things:

Action Who needs to be involved? What resources do we have/

need?
Sharing the learning
Outcomes – presenting
to and briefing
colleagues/head/
governors/ community
Setting up a steering
group

‘Visioning’ how our new

learning spaces could
be

Mapping out the school

re-build/ design process

Identifying design
challenges and
opportunities

Involving learners in
identifying opportunities
and solutions

Identifying opportunities
to influence and engage
in design

Developing briefs for

facilitators/ creative
practitioners to work
with staff and students
Identifying and
allocating resources
form within capital
budgets
Anything else?

45
 For more information contact:
Centre for Urban Education
Institute of Education
Manchester Metropolitan University
799 Wilmslow Road
Didsbury
M20 2RR

T: +44 (0) 161 247 2406

E: cue@mmu.ac.uk

www.ioe.mmu.ac.uk/cue

Copyright 2010, Centre for Urban Education, Manchester Metropolitan University.

46